SS4H3 The student will explain the factors that shaped British colonial America. b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans. SS4H4 The student will explain the causes, events, and results of the American Revolution. c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.
ELA4R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For information texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:
Locates facts that answer the reader’s question
Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary).
Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect).
f. Summarizes main ideas and supporting details ELA4R3. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Determines the meaning of unknown words using their context d. Determines meanings of words and alternate word choices using a dictionary or thesaurus i. Identifies and applies the meaning of the terms antonym, synonym, and homophone ELA4W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience length, and format requirements
Writes texts of a length appropriate to address the topic or tell the story
Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
ELA4W2. The student demonstrates competence in a variety of genres The student produces a narrative that:
Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest
Establishes a plot, setting, and conflict, and/or the significance of evernts
Creates an organizing structure
The student produces information writing (e.g., report, procedures, correspondence) that:
Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest
Frames a central question about an issue or situation
Creates an organizing structure appropriate to a specific purpose, audience and context
Includes appropriate facts and details
The student produces a persuasive essay that:
Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest
States a cleawr position
Supports a position with relevant evidence
Excludes extraneous details and inappropriate information
Creates an organizing structure appropriate to a specific purpose, audience, and context
b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.
SS4H4 The student will explain the causes, events, and results of the American Revolution.
c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.
d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.
ELA4R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
For information texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:
- Locates facts that answer the reader’s question
- Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary).
- Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect).
f. Summarizes main ideas and supporting detailsELA4R3. The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
b. Determines the meaning of unknown words using their context
d. Determines meanings of words and alternate word choices using a dictionary or thesaurus
i. Identifies and applies the meaning of the terms antonym, synonym, and homophone
ELA4W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
- Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience length, and format requirements
- Writes texts of a length appropriate to address the topic or tell the story
- Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
ELA4W2. The student demonstrates competence in a variety of genresThe student produces a narrative that:
- Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest
- Establishes a plot, setting, and conflict, and/or the significance of evernts
- Creates an organizing structure
The student produces information writing (e.g., report, procedures, correspondence) that:- Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest
- Frames a central question about an issue or situation
- Creates an organizing structure appropriate to a specific purpose, audience and context
- Includes appropriate facts and details
The student produces a persuasive essay that: